III. Why do you think you are good or poor at mathematics?
Please think carefully about your maths lessons this year. In the
following questions, write your answers in the large boxes. Where
there is a choice, please put a tick in the small box by the answer
nearest to what you think.
Do you think you are Very good, Good, OK, Poor, Very poor at Maths you do in
school?
|
Very good_____ |
Good________ |
OK___________ |
Poor__________ |
Very poor______ |
If you chose Very Good, Good or OK
Please choose the reason why you are good at Maths you do in
school. TICK ONLY ONE.
|
I am talented in learning mathematics.___________________________________ | |
|
I try hard to learn mathematics.__________________________________________ | |
|
It is just lucky if I do well at Maths classes.________________________________ | |
|
The instruction of our Maths teacher is very good.______________________ | |
|
I have enough support to do well from my parents or juku teachers. | |
|
Tasks and tests are not so difficult in Maths classes.____________________ | |
|
Others [please specify] |
If you chose Poor or Very Poor
Please choose the reason why you are poor at Maths you do in
school. TICK ONLY ONE.
|
I am not talented in learning mathemaitcs._______________________________ | |
|
I do not try hard to learn mathematics.___________________________________ | |
|
It is just unlucky if I do not well at Maths classes._________________________ | |
|
The instruction of our Maths teacher is not very good.__________________ | |
|
I don’t have enough support to do well from my parents or juku | |
|
Tasks and tests are very difficult in Maths classes.______________________ | |
|
Others [please specify] |
More intriguing information
1. The name is absent2. Willingness-to-Pay for Energy Conservation and Free-Ridership on Subsidization – Evidence from Germany
3. The Role of Trait Emotional Intelligence (El) in the Workplace.
4. Long-Term Capital Movements
5. Initial Public Offerings and Venture Capital in Germany
6. School Effectiveness in Developing Countries - A Summary of the Research Evidence
7. Indirect Effects of Pesticide Regulation and the Food Quality Protection Act
8. The Response of Ethiopian Grain Markets to Liberalization
9. Sex-gender-sexuality: how sex, gender, and sexuality constellations are constituted in secondary schools
10. Menarchial Age of Secondary School Girls in Urban and Rural Areas of Rivers State, Nigeria